UNIT 1: AGRI ECOLOGY

TIME TABLE AND TIME MANAGEMENT

The time allocation for Agricultural Sciences in Grade 10 is 4 hours per week. So try to work at least 1 hour per day – choose which four days you are going to spend on Agricultural Sciences.

Requirements for Agricultural Sciences as subject: • Learners must have their study guides with them. • Keep in mind that learners also have tasks for which they must plan ahead. • Revise the previous day’s work daily. • Make use of the assignments in the study guide. Complete the assignments; it will help learners with their preparation for the examinations. • Assignments in the study guide do not form part of the portfolio work. • The portfolio work must be submitted separately in the form of a portfolio book – only the tasks in the portfolio book form part of the year mark. • No portfolio – no marks. It is very important to keep the portfolio up to date and to submit the portfolio work.

ASSESSMENT REQUIREMENTS

Refer to the portfolio book for a complete list of the required assessments.

STUDY TIPS

Agricultural Sciences is a science – therefore learners taking this subject must spend a lot of time on intensive study to master all the facets and facts of the subject.

TIPS: • Don’t let the work get too much – study on a daily basis. • After completing a unit, go through the trouble of learning the facts. • Make use of diagrams, redraw sketches yourself, and underline important facts. • Make columns of the difficult names – ensure that you know the meaning of each of those names. • Use your assignments as tests – after completing an assignment, first study the work and complete the questions as you would to in a test – in this way you will be able to see which of the work you haven’t mastered yet.

The study guide and facilitator’s guide go hand in hand – you must have both to study the subject meaningfully.

In the facilitator’s guide, you will find the answers to all the questions of the different assignments. However, it will not be wise to only copy down the answers.

The facilitator’s guide is there for you to mark your answers and to see which questions you got wrong. It is easy to copy down the answers, but then you still don’t know your work. You are only going to harm yourself by copying down the answers.

Use the study guide and the facilitator’s guide correctly to master Agricultural Sciences.

YEAR PLAN

LESSON

1 2

3 4 5 LESSON NAME

UNIT 1: AGRI-ECOLOGY Ecology and agri-ecology Interactions in ecosystems and ecological farming Grazing ecology Pasture or veld management Biomes of South Africa

DATE STARTED

6 7 Agricultural economics Population growth and economic value of plant and animal products

8

Agricultural legislation 9 Indigenous knowledge 10 Agricultural organisations UNIT 2: SUSTAINABLE NATURAL RESOURCE UTILISATION 11 Agricultural resources 12 Soil conservation and management 13 Water management 14 Agricultural pollution 15 Basic soil components 16 Primary and secondary minerals 17 Rocks and their formation UNIT 3: SOIL SCIENCE

18 Weathering of rocks 19 Soil forming factors 20 Classification of farm animals 21 Cattle breeds 22 Sheep breeds 23 Goat breeds 24 Pig breeds 25 Poultry breeds 26 Horse, donkey and mule breeds 27 Game types

UNIT 4: PLANT STUDIES

28 Fields crops 29 Fruit and vegetables 30 Flowers and shrubs 31 Fodder crops 32 Forests (wood production) 33 Plant and animal cells 34 Cell division

DATE COMPLETED

Lesson 1: Ecology and agri-ecology

ACTIVITY 1: MEMORANDUM

1. Ecology is the study of the conditions needed for the survival  of living organisms,  as well as the relation  between different living organisms and their physical environment.  The environment is the holistic environment of the organism  and includes soil, water or air in contact with the organism.  (6)

2. Droughts  Over-grazing  Soil erosion  (3)

3.1 Symbiosis: the living together of two organisms of different kinds.  They may not have any effect on each other,  or they may affect each other positively or negatively.  (3) 3.2 Mutualism: neither of the two species can survive, grow or procreate  in the absence of the other specie.  An example would be the nitrogen-fixing bacteria in the roots of legumes.  (3) 3.3 Amensalism: the growth and procreation of one specie is suppressed.  A good example is Penicillium that secretes penicillin  that hinders the growth of bacteria.  (3) 3.4 Parasitism: a parasite is exclusively dependent on its host for food.  Here we look at examples like the Striga (red flower) and Cuscuta (dodder)  that need other plants to feed.  (3)

4. The loss of leaves reduces the vitality,  competitiveness  and reproductive ability  of plants. (Reproductive ability is reduced, since the formation of seed is delayed).  The trampling of pasture goes hand in hand with this.  When selective grazing occurs, palatable plants are over-grazed  and eventually destroyed,  which causes an increase of less palatable plants.  (8)

5. Light,  temperature  and humidity conditions.  With an increase in height above sea-level it does not only become colder,  but northern slopes in the southern hemisphere are warmer and drier,  resulting in more light  that is more suited for xerophytic plants.  (7)

6. Light affects photosynthesis.  Light affects the daily  and seasonal patterns in activity  of plants and animals.  (4)

7. Soil types: clay, sand and loam soil.   Soil texture: coarse soil that is influenced by particle size.   Soil depth: the depth to which roots can penetrate the soil.   Soil water: the availability of water in the soil.   Soil fertility: the availability of mineral nutrients in the soil.   (10)

[50]

Lesson 2: Interactions in ecosystems and ecological farming

ACTIVITY 2: MEMORANDUM

1.1 Food chain: Animals and plants, each serving as food for the next.   (2) 1.2 Food web: Food chains that are entangled with one another.   (2) 1.3 A food pyramid illustrates the degrees of dependency between producers and consumers.  The lowest level of the pyramid will be the biggest,  with every following level smaller than the previous.  Pyramids can be shown as numbers, energy or biomass pyramids.  (4)

2. The sun is our primary source of energy.  Ecosystems need this energy to survive.  Producers absorb the energy from the sun and convert it to chemical energy.  The chemical energy is stored as food in different plant organs, such as the leaves and fruit.  The plant organs are eaten by consumers.  The energy flows from the sun to the producers, on to the consumers,  and back into the environment through the decomposers.  Agriculture and industry use much of the energy in green plants as biofuels.  The energy is released back into the environment as heat energy.  (9)

3. A water cycle starts with water in dams, rivers and oceans.  The energy of the sun heats the water, which evaporates into the atmosphere.  There it cools down and condenses to form clouds and rain.  With more cooling, snow and ice crystals form.  The precipitates fall to the earth and return to the dams, rivers and oceans.  During the cycle, plant absorb water and releases excess water into the atmosphere through transpiration.  Agricultural activities require water and release runoff water back into the rivers.  (7)

4.1 The leaves of green plant absorb the carbon dioxide and use it for food production through photosynthesis.  

(2) 4.2 Nitrogen is important for the production of proteins.   (2) 4.3 Lightning fixes nitrogen into nitrites and nitrate salts in the soil, from where plants can absorb the salts.   (2)

5. Organic farming focuses on: • the health of soil.  • ecosystems.  • people. 

6. Biological organisms are used to produce nutritious crops of high quality.  Microbial organisms forms the basis of this agricultural production system.  A sustainable microbial community is needed:  • to maximise the soil pH. • for the availability of soil nutrients. • to water plants.

7. Sustainable farming strives for optimal food production.  (3)

(6)

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Lesson 3: Grazing ecology

ACTIVITY 3: MEMORANDUM

1.1 Cultivated pastures: Crops that are produced by tending it.   (2) 1.2 Natural grazing: Soil that is primarily covered with grass that is suitable for grasseating cattle.   (2) 1.3 Pastures are soil covered with vegetation that is used for animal grazing.   (2)

3.

PLANT SUCCESSION

Pioneer phase: 

When the first plants invade overgrazed or bare soil;  it usually produces grazing of a low quality.  Sub-climax phase: 

Plants that are more suitable for grazing are introduced.  It also occurs when the climax phase deteriorates towards the first phase.  Climax phase: 

Optimal phase of the veld;  it represents the higher palatable species, and should be kept as stable as possible. 

3.

SELECTIVE GRAZING NON-SELECTIVE GRAZING

Livestock prefer certain plants.  Animals are kept in smaller camps.  Livestock prefer certain plant parts.  Animals must eat all plants.  Livestock prefer certain areas.  Grazing habits of animals differ.  Animals consume plants in order of Keep the type of livestock that is best preference.  suited. 

4. The photo clearly shows the difference between  the constant summer grazing  to the next camp kept for winter grazing.  (3)

5. Occurs mainly in grasslands.  Grass grows slowly.  Matures more slowly.  Maintains its quality longer.  It grows more strongly than sweetveld.  Can be managed with a general rotational grazing system.  Stays in good condition up to 8 – 10 months.  (7)

6. The environment.  The growth stage of the plant. 

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Lesson 4: Pasture or veld management

ACTIVITY 4: MEMORANDUM

1. The type of veld,  The condition of the veld,  The livestock utilising the veld,  The level of management.  (4)

2.1 Any three of the following advantages: • Pasture conditions improves because plants rest and store food in the roots.  • Grass can be kept for the dry season.  • Less selective grazing occurs.  • Trampling and path forming is reduced.  • Provision of feed reserves is possible.  (3) Any three of the following disadvantages: • Labour intensive when animals are moved.  • Water is required in each camp.  • Capital input is higher when camps are fenced.  (6)

2.2 Each camp should be rotationally grazed for three years and rested in the fourth year.  Camp 1 is grazed until 50 – 60% of the vegetation is utilised.  Then the animals move to Camp 2.  They graze here and then move to Camp 3.  They then move back to Camp 1.  Camp 4 is rested for the whole year.  In times of drought, animals are fed in one of the rotating camps, but the camp that is in its resting cycle is not utilised until the year is finished.  (7)

3. The best time is in early spring,  just after the good rains.  (2)

4. Veld fires can cause barrenness of the soil that can lead to erosion.  Veld in a bad condition can deteriorate further.  Plant succession can be slowed down.  (3)

5. Overgrazing  – Veld deteriorates and soil erosion follows.  Selective grazing  – Animals prefer certain types of plants and plant parts.  Continuous grazing  – Condition of the vegetation deteriorates due to selective grazing, resulting in sparse coverage.  (6)

6.1 Pasture condition: The state of health of a pasture.  6.2 Stocking rate: The number of animals in a certain area. 

(1) (1) [30]

Lesson 5: Biomes of South Africa

ACTIVITY 5: MEMORANDUM

1.1 Protea  1.2 Aloe specie  1.3 Agulhas  Benguela  1.4 Dry land farming  1.5 Natural  1.6 Themeda  (1) (1)

(2) (1) (1) (1)

2. In general South Africa is a dry region with an average annual rainfall of 464 mm.  The world’s average is 857 mm.  A large part of the country (65%) receives less than 500 mm per year.  Southern Africa can basically be sub-divided in a summer– and winter rainfall region.  In both cases, more than 60% of the annual precipitation is received in that particular semester.  (5)

4. Desert and semi-desert vegetation,  Mediterranean plants and shrubs,  Bush veld or savannah,  Moderate grasslands,  Forests. 

5. Only in areas where the winter temperatures are moderate.  Where the average annual precipitation is 800 mm or above. 

6. Acacia galpinii (apiesdoring),  Umbrella-thorn,  Fever tree,  Marula,  Mopani,  Baobab.  (any FOUR)

7. The grass is shorter, though from 0,4 to 0,6 m.  The landscape is practically treeless.  Cold winters are responsible for both phenomena.  (any TWO) (5)

(2)

(4)

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Lesson 6: Agricultural economics

ACTIVITY 6: MEMORANDUM

1. Primary agriculture:  Production  such as growing vegetables.  Secondary agriculture:  Value adding  meat products such as biltong.  Tertiary agriculture:  Businesses  that provide a service such as fertiliser companies. (9)

2. 2.1 Gross domestic product (GDP): Total value of goods produced in one year. (1)

2.2 Staple food: Food that is eaten every day. 

(1) 2.3 Per capita: For each person.  (1) 2.4 Preserved: Treated food to prevent decaying for example biltong.  (1) 2.5 Processed: A process of treatment for use later on.  (1) 2.6 Gross farming income: Income from agricultural products.  (1)

3. Agriculture provides food.  Agriculture provides jobs.  Agriculture provides raw materials.  Agriculture provides economic stability and growth.  (4)

4. High unemployment rates,  Poverty,  High birth rates,  Chronic illness  The lack of access to affordable food.  (5)

5. General classification of food products Fresh food  • Food is not preserved.  • Contains natural nutritional value.  • Can be eaten without preparation.  • Is cheaper.  • Is perishable. 

Staple food  • Forms the dominant part of the diet.  • Is usually cheaper.  • Provides the necessary nutrition.  • Can be stored for a long period of time.  • Maize, bread, potatoes. 

Preserved food:  • Have been treated to prevent the growth of bacteria.  • Drying, freezing, heat treatment, vacuum packing, adding salt and sugar, pickling, canning and bottling.  • Keep much longer. 

Processed food:  • Natural state have been changed.  • Sweets, breakfast cereals, processed meats.  • Contain large amounts of sodium and sugar. 

6. Social influences  Enviromental conditions  Geography  Cultural conditions  Human preferences  Food prices  Household income.  (ANY four) (22)

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Lesson 7: Population growth and economic value of plant and animal products

ACTIVITY 7: MEMORANDUM

1.

Agriculture phase:  •Before the industrial Revolution, there was little medical technology.  This resulted in: •High birth rates •High death rates  •Population growth was low. 

Developing phase:  •After the Industrial revolution technology brought: •Improved living standards  •Reduced death rates  •High population growth 

Industrialised phase:  •Resources are accessible to everyone  •People choose smaller families  •Birth rate drops  •Decrease in population growth 

(14)

2. Climate  Harvest season  Quality of a product  Cost of production  Farmers that are subsidised to produce a product  (5)

3. Agricultural inputs  Financing and  Support. 

4. Stabilise the economy  Provide jobs  Contribute to better productivity and  Gives effectiveness in the agricultural industry.  (any THREE) (3)

(3)

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